Only through a long series of accidents do we have “The Works of Aristotle” at all—the Corpus Aristotelicum. When Aristotle died in 322 B.C., he is said to have left behind a body of 156 “published” works (“exoteric,” namely, available for public consumption). They survive only in fragments, too short and too few to give much sense of them. That his esoteric works, the Corpus Aristotelicum, have survived at all has been called “miraculous.” This paper traces how those esoteric works (...) of Aristotle were transmitted over the next eighteen hundred years. My claim is that this transmission depended upon communities that kept these works of Aristotle “in print.” Further, those communities can often only be inferred, like the description of the substantial object from what is known only by its shadow. The paper concludes with reflections on the tenuous existence of historic texts and how the digital age may further threaten transmission of knowledge from the past to communities in the future. I propose that the transmission history of Aristotle’s texts may provide signposts that guide us both in handing down knowledge to future generations as well as in finding models for promoting knowledge and for establishing communities of diversity. (shrink)

Name der Zeitschrift: Cognitive Linguistics Jahrgang: 26 Heft: 2 Seiten: 289-330.

The concept of the self in Western psychology derives primarily from the work of Freud, Jung, and Rogers. To some extent Western formulations of the self evidence a homunculus-like quality lacking in some Eastern conceptions, especially those derived from the Vijnanavada and Zen Buddhist traditions. The Buddhist notion of self circumvents reification, being an impermanent gestalt formed by the interaction of five skandhas or aggregates . Each skandha is in turn a transient pattern formed by the interaction of the other (...) four. The fifth skandha includes eight consciousnesses, one of which results in the experience of the ego or self as homunculus, which Buddhist psychology rejects as delusion. Implications for psychotherapy and everyday life are discussed. 2012 APA, all rights reserved). (shrink)

The related fields of fractal image encoding and fractal image analysis have blossomed in recent years. This book, originating from a NATO Advanced Study Institute held in 1995, presents work by leading researchers. It is developing the subjects at an introductory level, but it also has some recent and exciting results in both fields. The book contains a thorough discussion of fractal image compression and decompression, including both continuous and discrete formulations, vector space and hierarchical methods, and algorithmic optimizations. The (...) book also discusses multifractal approaches to image analysis, segmentation, and recognition, including medical applications. (shrink)

Places the development of Anaximander's thought within social, political, cosmological, astronomical, and technological contexts.

There has recently been a wave of attempts to make sense of the role of de se thoughts in linguistic communication. A majority of the attempts assume a Perryan or a Lewisian view of de se thought. Views with these assumptions, I suggest, come in four varieties: uncentering (Egan 2007, Kölbel 2013, Moss 2012), recentering (Heim 2004, Weber 2012), multicentering (Kindermann 2014, Ninan 2010, Torre 2009), and no centering (Kaplan 1989, Perry 1979). I argue first that all four varieties of (...) centering are committed to what I call a shifting operation on the hearer's part. I argue second that, against common assumption, there is no real choice to make between the views. By showing that attempts to establish an advantage for some view over the others fail across the board, I make the case for neutralism regarding the varieties of centering – the claim that coverage of the empirical data is exactly the same for each view, and that the views are broadly equal in simplicity and elegance. (shrink)

This Element lays the foundation, introduces a framework, and sketches the program for a systematic study of mathematical notations. It is written for everyone who is curious about the world of symbols that surrounds us, in particular researchers and students in philosophy, history, cognitive science, and mathematics education. The main characteristics of mathematical notations are introduced and discussed in relation to the intended subject matter, the language in which the notations are verbalized, the cognitive resources needed for learning and understanding (...) them, the tasks that they are used for, their material basis, and the historical context in which they are situated. Specific criteria for the design and assessment of notations are discussed, as well as ontological, epistemological, and methodological questions that arise from the study of mathematical notations and of their use in mathematical practice. (shrink)

We show that the Bohmian approach in terms of persisting particles that move on continuous trajectories following a deterministic law can be literally applied to QFT. By means of the Dirac sea model – exemplified in the electron sector of the standard model neglecting radiation – we explain how starting from persisting particles, one is led to standard QFT employing creation and annihilation operators when tracking the dynamics with respect to a reference state, the so-called vacuum. Since on the level (...) of wave functions, both formalisms are mathematically equivalent, this proposal provides for an ontology of QFT that includes a dynamics of individual processes, solves the measurement problem and explains the appearance of creation and annihilation events. (shrink)

In Miletus, about 550 B.C., together with our world-picture cosmology was born. This book tells the story. In Part One the reader is introduced in the archaic world-picture of a flat earth with the cupola of the celestial vault onto which the celestial bodies are attached. One of the subjects treated in that context is the riddle of the tilted celestial axis. This part also contains an extensive chapter on archaic astronomical instruments. Part Two shows how Anaximander (610-547 B.C.) blew (...) up this archaic world-picture and replaced it by a new one that is essentially still ours. He taught that the celestial bodies orbit at different distances and that the earth floats unsupported in space. This makes him the founding father of cosmology. Part Three discusses topics that completed the new picture described by Anaximander. Special attention is paid to the confrontation between Anaxagoras and Aristotle on the question whether the earth is flat or spherical, and on the battle between Aristotle and Heraclides Ponticus on the question whether the universe is finite or infinite. (shrink)

Dieses Buch hat sich die Aufgabe gestellt, den Beitrag der allgemeinen Wissenschaftstheorie der Naturwissenschaften zur Forschungsmethodik des naturwissenschaftlich arbeitenden Zweiges der Psychologie zu erbringen. Im Anschluss an die Ausarbeitung der Programmatik einer Protopsychologie – der Wissenschaftstheorie der Psychologie – werden traditionelle wissenschaftstheoretische Probleme erörtert, welche für die naturwissenschaftliche Psychologie – aber auch für andere Naturwissenschaften – von Relevanz sind. Die Themenpalette reicht hierbei von der Frage nach den wesentlichen Merkmalen von Naturgesetzen bis hin zur Planung, Durchführung und Evaluation von Experimenten. (...) Spezifische Probleme der Psychologie – etwa die Frage nach der methodischen Rolle der Instruktion im psychologischen Experiment – werden dabei jeweils besonders berücksichtigt. (shrink)

Jonathan Wolff is Professor of Philosophy at University College London. He is the author of Robert Nozick (1991), An Introduction to Political Philosophy (1996) and Why Read Marx Today (2002). He is currently working on a number of topics at the intersection of political philosophy and public policy.

Volume II deals with philosophy of mathematics and general philosophy of science. In discussing theoretical entities, the notion of antirealism formulated in Volume I is further elaborated: Contrary to what is usually attributed to antirealism or idealism, the author does not claim that theoretical entities do not really exist, but rather that their existence is not independent of the possibility to know about them.

We identify a normative paradox of responsible management education. Business educators aim to promote social values and develop ethical habits and socially responsible mindsets through education, but they attempt to do so with theories that have normative underpinnings and create actual normative effects that counteract their intentions. We identify a limited conceptualization of freedom in economic theorizing as a cause of the paradox. Economic theory emphasizes individual freedom and understands this as the freedom to choose from available options. However, conceptualizing (...) individuals as profit-maximizing actors neglects their freedom to reflect on the purposes and goals of their actions. We build on the work of pragmatist philosopher John Dewey, who distinguishes between habitualized and creative problem-solving behaviors, conceptualizes knowledge construction as a process of interdependent scientific social inquiry, and understands actors as having the freedom to determine what kind of people they wish to be. We apply pragmatist theory to business education and suggest equipping students with a plurality of theories, supplementing neoclassical economics with other economic perspectives and views from other disciplines on economic behavior. Moreover, we suggest putting students into learning situations that require practical problem solution through interdependent social inquiry, encouraging ethical reflection. In doing so, we contribute by linking the problematic conceptions of freedom identified in economic theorizing to the debate on responsible management education. We conceptualize a pragmatist approach to management education that explicitly re-integrates the freedom to discursively reflect on the individual and societal purpose of business activity and thereby makes existing tools and pedagogies useful for bringing potential freedom back into business. (shrink)

To this day, there persists a widespread assumption that Adorno's references to Marx - and especially to Marx's critique of political economy - represent a relic from an early and short-lived stage of Adorno's theoretical development. On the basis of relevant and largely unpublished textual sources, this book refutes this thesis while showing that the centre of Adorno's critical theory of society is occupied by a critique not only of political economy, but of economy in general.

Drawing on letters, orations and disputations, this book argues that during the seventeenth century, the Amsterdam Athenaeum, despite the revolutionary debates of the time, and despite the intellectual liberalism characteristic of Amsterdam, remained traditional in its teaching.

After a crisis, broad and sweeping reforms are enacted to restore trust. Following the 2007-2008 Great Financial Crisis, the European Union has engaged in an ambitious overhaul of banking regulation. One of its centerpieces, the 2013 Fourth Capital Requirements Directive, tackles, amongst other things, the perceived pre-crisis failings in the governance of banks. We focus on the provisions that are aimed at reshaping bank boards’ composition, functioning, and their members’ liabilities, and argue that they are unlikely to improve bank boards’ (...) effectiveness or prevent excessive risk-taking. We criticize some of them for mandating solutions, like board diversity and the separation of chairman and CEO, that may be good for some banks but are bad for others, in the absence of any convincing argument that their overall effect is positive. We also criticize enhanced board liability by showing that it may increase the risk of herd behavior and lead to more serious harm in the event of managerial mistakes. We also highlight that the push towards unfriendly boards will negatively affect board dynamics and make boards as dysfunctional as when the CEO dominates them. We further argue that limits on directorships and diversity requirements will worsen the shortage of bank directors, while requirements for induction and training and board evaluation exercises will more likely lead to tick-the-box exercises than under the current situation in which they are just best practices. We conclude that European policymakers and supervisors should avoid using a heavy hand, respectively, when issuing rules implementing CRD IV provisions with regard to bank boards and when enforcing them. (shrink)

The importance of digital technologies for social and economic developments and a growing focus on data collection and privacy concerns have made the Internet a salient and visible issue in global politics. Recent developments have increased the awareness that the current approach of governments and business to the governance of the Internet and the adjacent technological spaces raises a host of ethical issues. The significance and challenges of the digital age have been further accentuated by a string of highly exposed (...) cases of surveillance and a growing concern about issues of privacy and the power of this new industry. This special issue explores what some have referred to as the “Internet-industrial complex”—the intersections between business, states, and other actors in the shaping, development, and governance of the Internet. (shrink)

This volume contains the proceedings of a conference on the Presocratic philosophers Pythagoras and Heraclitus. Investigated by a team of international scholars are key problems in doxography, Pythagorean Communities, logos, harmony, psychology, flux, number theory, ethics, and theology. Designed for all students of ancient philosophy, this volume will spur further investigations into these cardinal concerns of early Greek scientific thinkers.

In the context of some criticism about social responsibility education in business schools, the paper reports findings from a survey of CSR education (teaching and research) in Europe. It analyses the extent of CSR education, the different ways in which it is defined and the levels at which it is taught. The paper provides an account of the efforts that are being made to mainstream CSR teaching and of the teaching methods deployed. It considers drivers of CSR courses, particularly the (...) historical role of motivated individuals and the anticipation of future success being dependent on more institutional drivers. Finally it considers main developments in CSR research both by business school faculty and PhD students, tomorrow''s researchers and the resources devoted to CSR research. The conclusion includes questions that arise and further research directions. (shrink)